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Course: Educational psychology - secondary level I-1.part

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Course title Educational psychology - secondary level I-1.part
Course code KPP/PP1NZ
Organizational form of instruction Lecture + Seminary
Level of course Master
Year of study not specified
Semester Winter
Number of ECTS credits 3
Language of instruction Czech
Status of course Compulsory
Form of instruction Face-to-face
Work placements Course does not contain work placement
Recommended optional programme components None
Lecturer(s)
  • Břečková-Chalupová Eva, PhDr. Ph.D.
  • Gillernová Ilona, doc. PhDr. CSc.
  • Josífková Jitka, PhDr. Ph.D.
  • Šírová Eva, PhDr. Ph.D.
Course content
- Educational psychology as a theoretical and applied discipline, its subject, main tasks, basic methods. - Use of pedagogical psychology for educational practice, for individual development. How to become an expert teacher? How to become a learner-expert? - Basic relationships in personality development, education and learning. Development of the individual, its connections for pedagogical-psychological theory and practice. Characteristics of adult-child interaction. - Analysis of personality development and education based on detailed case studies. - Motivation in education and teaching. Motivation in educational contexts for the benefit of student development. - General approaches to learning. Types of learning and their characteristics. Cognitive styles and learning styles. School self-concept and students' academic efficacy. - Cognitive development and its importance in education. Psychological issues of acquiring knowledge and skills at school. Cognitive styles, learning styles and learning preferences - Individual and group differences in learning, teaching and education. Intelligence, creativity, exceptional children - stimuli for the educational action of adults

Learning activities and teaching methods
Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments)
  • Class attendance - 8 hours per semester
  • Preparation for credit - 42 hours per semester
  • Home preparation for classes - 32 hours per semester
  • Class attendance - 14 hours per semester
  • Preparation for credit - 14 hours per semester
Learning outcomes
To present educational psychology as one of the possible starting points for professional action in the educational and school environment and in all areas that require a comprehensive clarification of the previous development of children and adolescents for effective diagnosis and intervention. Connect the knowledge of pedagogical psychology with the solution of specific educational situations (in the family and school environment, in interest activities, etc.). To show that it is educational psychology that offers relevant materials for understanding the conditions of individual development and their support.
After completion of the course student will be able: 1. to understand the content of prescribed curriculum of Pedagogical psychology 1 2. to reflect the topic critically 3. to demonstrate specific intellectual skills gained in a course in writing of a semestral theses 4. to apply gained knowledge in educational process 5. to be motivated for continuous learning in the field
Prerequisites
Student has basic knowledge of psychology.

Assessment methods and criteria
Student's performance analysis, Written assignment

For credit, the student will succeed in a written test of knowledge of the subject, which was devoted to lectures and exercises, as well as precisely given topics recommended for independent study from several professional sources.
Recommended literature
  • CANGELOSI, J. S. Strategie řízení třídy. Praha: Portál, 2006. ISBN 80-7367-118-2.
  • CARTER, C. R. Dítě s ADHD a ADD doma i ve škole: praktický rádce pro rodiče i učitele. Praha: Portál, 2014. ISBN 978-80-262-0621-7.
  • ČÁP, J., MAREŠ, J. Psychologie pro učitele. Praha, 2007. ISBN 978-80-7367-273-7.
  • Čáp, J. Rozvíjení osobnosti a způsob výchovy. Praha:ISV, 1996. ISBN 80-85866-15-3.
  • ČERNÁ, A., et al. Kyberšikana: průvodce novým fenoménem. Praha: Grada, 2013. ISBN 978-80-210-6374-7.
  • FONTANA, D. Psychologie ve školní praxi. Praha: Portál, 2014. ISBN 978-80-262-0741-2.
  • Gillernová, I., Krejčová,L. a kol. Sociální dovednosti ve škole. Praha:Grada, 2012. ISBN 978-80-247-3472-9.
  • Haddon, M. Podivný případ se psem. Praha:Argo, 2003. ISBN 80-7203-541-X.
  • Helus, Z. Dítě v osobnostním pojetí. Praha: Portál, 2009. ISBN 978-80-7367-628-5.
  • HŘÍBKOVÁ, L. Nadání a nadaní: pedagogicko-psychologické přístupy, modely, výzkumy a jejich vztah ke školské praxi. Praha: Grada, 2009. ISBN 978-80-247-1998-6.
  • JEDLIČKA, R., KOŤA, J., SLAVÍK, J. Pedagogická psychologie pro učitele. Praha: Grada, 2018.
  • KREJČOVÁ, L., MERTIN, V., eds. Pedagogická intervence u žáků ZŠ. Praha: Wolters Kluwer, 2010. ISBN 978-80-7357-603-5.
  • Krejčová, L. Psychologické aspekty vzdělávání dospívajících. Praha:Grada, 2011. ISBN 978-80-247-3474-3.
  • KREJČOVÁ, L. Žáci potřebují přemýšlet. Co pro to mohou udělat jejich učitelé.. Praha Portál, 2013. ISBN 978-80-262-0496-1.
  • KYRIACOU, C. Klíčové dovednosti učitele. Praha: Portál, 2012. ISBN 978-80-262-0052-9.
  • KYRIACOU, Ch. Řešení výchovných problémů ve škole. Praha:Portál, 2005. ISBN 80-7178-945-3.
  • MACEK, P. Adolescence. Praha: Portál, 2003. ISBN 80-7178-747-7.
  • MARTÍNEK, Z. Agresivita a kriminalita školní mládeže. Praha: Grada, 2009. ISBN 978-80-247-2310-5.
  • MATĚJČEK, Z. Rodiče a děti. Praha: Vyšehrad, 2017. ISBN 978-80-7429-797-7.
  • MERTIN, V., a kol. Metody a postupy poznávání žáka: pedagogická diagnostika. Praha: Wolters Kluwer ČR, 2016. ISBN 978-80-7552-014-2.
  • MERTIN, V., KREJČOVÁ, L., eds. Problémy s chováním ve škole ? jak na ně. Praha: Wolters Kluwer ČR, 2013. ISBN 978-80-7478-026-4.
  • Mertin, V. Výchova bez trestů. Praha: Wolters Kluwer, 2013. ISBN 978-80-7478-028-8.
  • Pelletier, E. Porucha pozornosti bez hyperaktivity. Praha:Portál, 2014. ISBN 978-80-262-0599-9.
  • PETTY, G. Moderní vyučování. Praha: Portál, 2013. ISBN 978-80-262-0367-4.
  • SOBOTKOVÁ, I. Psychologie rodiny.. Praha: Portál., 2012. ISBN 978-80-262-0217-2.
  • STERNBERG, R. J. Kognitivní psychologie. Praha: Portál, 2002. ISBN 80-7178-376-5.
  • STERNBERG, R. J. Úspěšná inteligence. Jak rozvíjet praktickou a tvůrčí inteligenci. Praha: Grada, 2001. ISBN 80-247-0120-0.
  • Sternberg, R. J., Williams, W. M. Educational psychology. Boston, 2002. ISBN 0-321-01184-8.
  • STUCHLÍKOVÁ, I. (ed.). Zvládání emočních problémů školáků. Portál: Praha, 2005.. Praha:Portál, 2005. ISBN 80-7178-534-2.
  • ŠTECH, S., ZAPLETALOVÁ, J. Úvod do školní psychologie. Praha: Portál, 2013. ISBN 978-80-262-0368-1.
  • VYGOTSKIJ, L. S. Psychologie myšlení a řeči. Praha: Portál, 2017. ISBN 978-80-262-1258-4.
  • VYMĚTAL, J. Úzkost a strach u dětí. Praha, 2004. ISBN 80-7178-830-9.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester
Technical University of Liberec, date of update: 15.04.2024 23:50.